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Idealized influence, combined with inspirational motivation, constitutes the charismatic-based aspect of transformational leadership. However, few researchers examined the influence of these two traits exerting on the employee’s personal outcomes in the workplace and more research should be conducted. The goal of this paper turns to identify and analyze empirical articles on the effect of the charismatic aspect of transformational leadership on personal outcomes from the year 2013 to 2022. Such online databases like Google Scholar, ERIC, Web of Science and ProQuest were used to collect the literature. Induction analysis, narrative synthesis was utilized to analyze the articles and three conclusions can be drawn: 1) A positive impact of Idealized influence and inspirational motivation on related personal outcomes like job performance, job satisfaction and the job engagement was confirmed but the impact on job performance seems having received more concerns than the influence on job satisfaction and the engagement. 2) Most of the research are conducted in countries like Kenyan, Indonesia, Yemen, Jorden. Industries mainly involved in business sector like state-owned enterprises and private businesses, so the research context should be expanded to other places and countries and include more industries. 3) Future researchers are advised to concentrate more on the influence of idealized influence and inspirational motivation on personal outcomes such as job satisfaction, job engagement, job commitment, and the explanatory mechanism need to be more creative and innovative when supporting with a new theoretical foundation.

Like many other methodological motivations, the relationship between motivation and job satisfaction has been defined in many psychology studies. The model of impacts of rewards towards job satisfaction has been used by many organizations for their approach and reference. However, little research has been done to explore the impacts of self-motivation amongst staff at a private hospital in Kuala Lumpur towards their effective job performance. The paper is derived from factors that influence staff motivations and how these motivations can affect their job performance, using quantitative research data collection. The theory and results of the study are also briefly discussed. The Table of Reliability, Correlation and Regression analysis is presented in this thesis study for further reference. The results of this study suggest that the relationship between self-motivation and performance is a two-way relationship, where performance is also a key measure of a person’s job satisfaction in his or her job. High job satisfaction, especially in the element of supervision, co-workers and the work itself can improve the emotions and behavior of employees in the workplace, as well as motivate employees to become more committed to attaining better performance.

High-quality talents come from high-quality education and management, which largely depends on teacher quality. However, varieties of environmental forces are driving change in education, which impacts students' performance greatly. These challenges call for teacher quality management firmly on the agenda of all the school factors. Teacher quality in schools and institutions is one of the most important factors that influence student performance. This review paper aims to classify the connection between teacher quality management and student performance through three dimensions, namely classroom management, teacher qualification, and in-service training. In this literature review, the authors use past studies to certify the quality management and related theories that are used in vocational education. From this study, it reaches three conclusions: firstly, it can be concluded that school leaders can manage teacher quality through the supervision of classroom management, teacher qualification and in-service training. Then, it tries to highlight the significant relationship between teachers' classroom management. Finally, it focuses on enhancing teacher quality according to quality management criteria, it is a practical and effective strategy to cultivate qualified students. This research will help the leaders realize the importance of teacher quality management and strategies that improve teacher quality, thus impacts on student performance.

With the sudden changes caused by the ongoing worldwide pandemic in Malaysia and rapid progress in the educational learning system towards online learning, some teachers wondered about the application of technology in students' education and how it would impact their learning process. Therefore, the main objectives of this research are (1) to contextually understand the university interns' perception of ICT Techs (MALL, Gamification, and VR) in teaching English for secondary school students during the Covid-19 Pandemic in Malaysia, and (2) to determine which of these ICT Techs (MALL, Gamification, and VR) would be most preferred by the interns for teaching English to secondary school students in Malaysia. The research design for this study was quantitative and a web-based questionnaire was adapted from three articles (Mihaela Badea, 2015; Huseyin Oz, 2015; and Ali Rahimi, Niloofar Seyed Golshan & Hooman Mohebi, 2013). The reliability test indicated a value of 0.866 with Cronbach's Alpha reliability statistic. From a total of 63 university interns selected from a private university in Malaysia, the results indicated that 38.1% chose MALL, 33% chose Gamification, and 29% chose VR, as their preferred technology to teach English for secondary school students during this Covid-19 Pandemic in Malaysia. Evidence suggested that online learning can be more effective for students where they can control their own learning pace, compared to learning in a classroom environment. Thus, future English teachers should explore and apply innovative pedagogical methods in the teaching-learning process during pandemic outbreak in Malaysia, while contributing to the development of motivation, participation, and engagement among secondary school students in acquiring the English language.

Lack of motivation is the critical factor which affects university students’ learning process in Malaysia. Hence, this study is an attempt to investigate the types of motivation which Bachelor students used in learning English at one of the private universities in Malaysia. It was also analysed to determine the motivational level of the Bachelor students who learn English as a Second Language (ESL). This study used a quantitative method where the data was collected through the questionnaire adapted from Gardner’s (1972) Attitude, Motivation Test Battery (AMTB). The questionnaire was distributed to 150 students and the data was analysed quantitatively. The findings showed that the majority of the Bachelor students were instrumentally motivated towards learning ESL. The result concerning the level of motivation showed that the students had a high level of instrumental motivation for learning English, compared to integrative, resultative, and intrinsic ones. Yet, it is also apparent that all four types of motivation are at a high motivational level. Based on the findings, a few suggestions were highlighted. First, the lecturers should always design a classroom environment that promotes students’ motivation towards learning ESL. Second, students should be given more opportunities to visit other English native countries under Global Learning Programmes (GLP). In that case, teachers or lecturers of ESL should promote all types of motivation in the classroom and guide students towards achieving goals.

Academic review writing is not merely about providing an overview but taking a stance and evaluating other scholars’ views in evaluation-loaded texts. In academic review genres, the authors describe, analyse, and evaluate the developments of a research. Perhaps the most noticeable way of such an evaluation in academic review genres is the use of attitudinal lexicon and its categories. The main aim of this research is (1) to investigate what type of attitude markers are frequently used to enhance evaluation in the review articles, and (2) to analyse their functions in the different analytical sections of the review articles. The data, drawn from a randomly selected corpus of thirty-two review articles, was analysed using Wordsmith tools (Scott, 2012) to investigate how evaluation was enhanced by the use of attitudinal lexicon. The results indicated that the attitude markers were more frequent in the Conclusion section than other analytical sections in the corpus. Four types of attitude markers were identified, however only two types (i.e. attitudinal adjectives and adverbs) were the most frequent markers. They appeared more frequently in Move2 and Move3 of the Conclusion sections. This study revealed how the authors professionally communicate with their readers to clarify their evaluation through attitude markers and express importance, limitations and gaps, compare and contrast, and praise and criticize the developments of a research in applied linguistics. The findings of this research can be drawn on in EAP courses for novice writers to facilitate their achievement in academic writing.

Motivation plays an important role in the achievement of one's goals, whether as a student or as a worker. It is also an integral component in executing tasks. It is essential in pushing and encouraging people to carry out their daily activities. This research will focus on the different aspects of motivation. In Malaysia, English proficiency is an essential tool to gaining employment. It is for this reason that students are trained to have adequate English communication skills. Here, motivation will play a key role in driving them to become fluent English speakers. Although there are multiple types of motivation, this research will mainly focus on two forms: extrinsic motivation and intrinsic motivation. As explained by Kong, intrinsic and extrinsic motivations are two inseparable phenomena that complement each other when it comes to language learning. First extrinsic motivation, which refers to behaviour that is driven by external factors such as colleagues, friends, and family will be a powerful tool in a student's attempt to master the English language. The encouragement provided by a student's loved ones will certainly lift his/ her spirits if he/she falters in his/her efforts. Extrinsic motivation is also present in another form: rewards. Students who mainly rely on this method of extrinsic motivation will require a reward after accomplishing a goal/task, like taking a break or eating a snack. Vice versa to the students with intrinsic motivation, these individuals motivate themselves from within through internalised structures. This type of students is anxious to know and study on their own to achieve what they want. They generally do not need other people or other external motivators as long as they have their own inner drive. Furthermore, their inner selves are eager to accomplish their goals and fulfil their wishes. This study is conducted to investigate the factors that affect Malaysian undergraduate students' motivation to learn English in academic environments. It seems that the English fluency, particularly for those who have not built a concrete basic foundation in English, can be considered as one of the major issues in Malaysian education for the last few decades. To improve their grasp of the English language, students need motivation to keep them moving forward. There are various types of factors that affect the students' motivation. This study attempted quantitative research design using an online survey method. There were 306 respondents of Malaysian undergraduate students from four faculties (management, medical, hospitality, and engineering fields) at one of the private universities in Malaysia. The questionnaire was distributed using Google Form. Then, the results were analysed through SPSS software. The results revealed that the Malaysian undergraduate students were indeed affected by their intrinsic and extrinsic motivation. The students were intrinsically motivated by their own selves and extrinsically motivated by their parents, lecturers, friends, and academic environment to improve their proficiency in the English language. As such, the pedagogical implications are discussed.

The purpose of this study is to find out the impact of effective educational leadership on school students’ performance in Malaysia. Based on the current study, most of the researchers have used both qualitative and quantitative methods to conduct their research on several topics that related to effective educational leadership and student’s performance. Therefore, in this research, the data were collected using both, qualitative and quantitative methods which was the interview and survey questionnaire. The selected participants for this research, using convenient sampling, were six teachers working for two international schools in Selangor, Malaysia. One teacher who had already involved in school administrative level was selected for the interview. The other five teachers were requested to answer the survey questionnaire. The interview and questionnaire were selected because, the researchers wanted to further understand on the participants’ experience and knowledge on educational leadership and teaching perspective. In addition, it is aimed to provide insights in assisting to develop ideas, solution and hypotheses for future research. These methods were also used to further analyse the issues dealt with one of the effective educational leadership models (i.e. distributed leadership) and students’ performance. The findings indicated that leaders need to build high degree of reciprocal trust to negotiate successfully the fault lines of formal and informal leadership. It is also highlighted that effective leadership (distributed leadership) and quality teachers are two main contributing factors on students’ performance. Lastly, based on the analysis and results, related suggestions were given.

The main aim of this study is to analyse and compare the policies of inclusive education for handicapped people in general, and children with disabilities in particular. It focused on inclusive education for children with disabilities in Vietnam and Malaysia. The study has also highlighted the challenges and issues of inclusive education for children with disabilities in Vietnam and has compared with Malaysia. It has eventually proposed the solutions to the sustainable development of inclusive education for children with disabilities in Vietnam.

The classes, purposes and characteristics associated with the review article in the field of applied linguistics were analyzed. The data were collected from a randomly selected corpus of thirty two review articles from a discipline-related key journal in applied linguistics. The findings revealed that different sub-genres can be identified within the applied linguistic review article genre. Three main types of review articles were therefore identified based on the analysis of linguistic devices often used by the authors, their communicative purposes, and the specialist informants’ feedback: (1) the bibliographic review article which gives readers a comprehensive and descriptive record of annual works and it encompasses the literature-oriented approach, (2) the critical evaluative review article which encompasses subject-oriented approach, that is to say it identifies an idea or raises a research problem, then gives its solution by analyzing and evaluating the selective works done before in the related field, and finally it suggests a new direction, and (3) the mixed-mode review article which has the twin roles and encompasses both literature-oriented and subject-oriented approaches. A possible colony of review genre was suggested and this study further examined some of the characteristics and purposes associated with the review articles. The classification continuum, purposes, characteristics, and linguistic devices of the review articles proposed thus provide useful guidance for graduate EFL (English as a Foreign Language) students and novice writers how to monitor and make use of the review articles during their research writing.

Researchers have raised the notion of second Language communication strategies at the beginning of 1970s. These strategies have been defined as a mutual attempt of two interlocutors to agree on a meaning in situations where requisite meaning structures do not seem to be shared. This study was an attempt to investigate lexical and discourse-based communication strategies used by teachers as opposed to previous studies which have considered communication strategies used by students. The study focused on Iranian English as Foreign Language (EFL) teachers and conducted in Miyandoab, Iran. For this purpose forty teachers were selected from English language institutes. An integrated taxonomy of scholars was used as a questionnaire. Quantitative data analysis techniques were then used to analyze the data. A paired t-test was used to analyze the collected data. Principal statistical analyses including frequencies, means, and standard deviations revealed that there was a significant difference between teachers in terms of using lexical and discourse- based communication strategies. The results showed that the EFL teachers used achievement lexical based Communication Strategies to compensate the break downs and they mostly used discourse-based communication strategies to enhance the effectiveness of communication and to show the salience of the topic. The findings of this study will have some pedagogical implications for the area of English language teaching and learning. DOI: 10.5901/jesr.2013.v3n2p317

The literature on the generic features of academic discourse has revealed that the communicative purposes of different sections of research reports (e.g. research articles) affect the degree of tentativeness, flexibility, and authorial engagement realized by various linguistic resources. Following this assumption, a corpus of 32 research articles in the field of applied linguistics were analyzed in order to find out both the cross-sectional (i.e. Introduction-Methodology-Results- Discussion/Conclusion) variations in the use of metadiscourse – as a key tool for establishing interpersonal relationships in academic writing. Hyland’s (2005) taxonomy of metadiscourse was applied to analyze the data set. The findings of the study revealed that the authors utilized interpersonal features differently in the four rhetorical atmospheres of their texts. Writers tended to employ high frequency of interactive metadiscourse resources in the introduction section of their articles, while in the discussion/conclusion section writers utilized more interactional resources. The findings clearly indicate that the differences in the discoursal functions of different sections of a research report play a significant role in writers’ fashioning of interactive and interactional features. The results of this study can be drawn on in academic writing courses for research students and novice writers in order to facilitate their achievement in academic writing.

Keegan (2003) believes that M (mobile)-learning will provide the future of learning. MALL (Mobile Assisted Language Learning) has just started to move learners and teachers out of the classroom setting into the real world. Using mobile phones, teachers can provide a rich learning environment for learners, although there are still issues that must be considered before they can reach their full potential. Various researches suggest that collaborative speaking and listening skills can be successfully done by mobile phone capabilities. It can be argued that M-learning involves the use of any portable learning materials, including audiobooks, audio-cassettes, audio-CDs, and any portable radios and DVD players. Trifanova et al. (2004, p.3) define mobile devices as “… any device that is small, autonomous and unobtrusive enough to accompany us in every moment”. This research aimed to investigate Iranian EFL learner's attitudes toward the effectiveness of Mobile Assisted Language Learning on their Listening comprehension. The first research question concerns a comparison of the effect of cell-phone based audiobooks versus its traditional counterpart that is CD – ROM/audio cassette based audiobooks, and the second deals with the investigation of Iranian EFL learners’ attitudes toward the technology, to that end MALL questionnaire was distributed to the experimental group, following up interviews with some participants. The results of this study indicated that the experimental group receiving instruction through cell-phone based audiobooks outperformed the control group on their listening comprehension.